GCSE
HISTORY A
90402C Elizabethan England, 1558–1603
Mark scheme
9040
June 2014
Version/Stage: 1.0 Final
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the
relevant questions, by a panel of subject teachers. This mark scheme includes any amendments
made at the standardisation events which all associates participate in and is the scheme which was
used by them in this examination. The standardisation process ensures that the mark scheme covers
the students’ responses to questions and that every associate understands and applies it in the same
correct way. As preparation for standardisation each associate analyses a number of students’
scripts: alternative answers not already covered by the mark scheme are discussed and legislated for.
If, after the standardisation process, associates encounter unusual answers which have not been
raised they are required to refer these to the Lead Assessment Writer.
It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular
examination paper.
Further copies of this Mark Scheme are available from aqa.org.uk
Copyright © 2014 AQA and its licensors. All rights reserved.
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this
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MARK SCHEME – GCSE History A – 90402C – June 2014
GENERAL CERTIFICATE OF SECONDARY EDUCATION
HISTORY SPECIFICATION A
A
Introduction

Consistency of Marking
Consistency of marking is of the essence in all public examinations. This factor is particularly
important in a subject like History which offers a choice of specifications and a choice of options
within them. It is therefore of vital importance that assistant examiners apply this marking scheme
as directed by the Principal Examiner in order to facilitate comparability with the marking of all the
other History specifications and options offered by the AQA.

Subject Content
The revised specification addresses subject content through the identification of ‘key questions’
which focus on important historical issues. These ‘key questions’ give emphasis to the view that
History is concerned with the analysis of historical problems and issues, the study of which
encourages all candidates, but particularly the more able, to make judgements grounded in
evidence and information.

The Assessment Objectives (AOs)
AO1
Assessment Objectives
% weighting
Recall, select and communicate their knowledge and
understanding of history
30
Demonstrate their understanding of the past through
explanation and analysis of:
AO2

key concepts: causation, consequence, continuity,
change and significance within an historical context

key features and characteristics of the periods studied
and the relationship between them
30
Understand, analyse and evaluate:
AO3


a range of source material as part of an historical
enquiry

how aspects of the past have been interpreted and
represented in different ways as part of an historical
enquiry
40
Levels of Response Marking Schemes
The mark scheme which follows is of the ‘levels of response’ type showing that candidates are
expected to demonstrate their mastery of historical skills in the context of their knowledge and
understanding of History. All candidates take a common examination paper – there is no tiering.
Consequently, it is reasonable to expect to encounter the full range of attainment and this marking
scheme has been designed to differentiate candidates’ attainment by outcome and to reward
positively what the candidates know, understand and can do.
Before scrutinising and applying the detail of the specific mark scheme which follows, assistant
examiners are required to familiarise themselves with the instructions and guidance on the general
principles to apply in determining into which level of response an answer should fall and in deciding
on a mark within that particular level.
Good examining is, ultimately, about the consistent application of judgement. This mark scheme
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MARK SCHEME – GCSE History A – 90402C – June 2014
provides the necessary framework for exercising that judgement but it cannot cover all eventualities.
This is especially so in a subject like History, which in part relies upon different interpretations and
different emphases given to the same content.
B
Question targets and Levels of response

Question targets
The mark scheme for each question is prefaced by an assessment objective ‘target’. This is an
indication of the skill which it is expected candidates will use in answering the question and is
directly based on the relevant assessment objectives. However, it does not mean that other
answers which have merit will not be rewarded.

Identification of Levels of response
There are several ways in which any question can be answered – in a simple way by less able
candidates and in more sophisticated ways by candidates of greater ability. In the marking scheme
different types of answers will be identified and will be arranged in a series of levels of response.
Levels of response have been identified on the basis that the full range of candidates entered for
the GCSE examination will be able to respond positively. Each ‘level’ therefore represents a stage
in the development of the candidate’s quality of thinking, and, as such, recognition by the
assistant examiner of the relative differences between each level descriptor is of paramount
importance.

Placing an answer within a Level
When marking each part of each question, examiners must first place the answer in a particular
level and then, and only then, decide on the actual mark within the level, which should be recorded
in the margin. The level of response attained should also be indicated at the end of each
answer. In most cases, it will be helpful to annotate the answer by noting in the margin where a
particular level has been reached, eg Level 1 may have been reached on line 1, L3 on line 5 and L1
again on line 7. When the whole answer has been read and annotated in this way, the highest of
the Levels clearly attained and sustained should be awarded. Remember that it is often possible
to reach the highest level without going through the lower levels. Marks are not cumulative for
any question. There should be no ‘totting up’ of points made which are then converted into marks.
Examiners should feel free to comment on part of any answer if it explains why a particular level
has been awarded rather than one lower or higher. Such comments can be of assistance when the
script is looked at later in the awarding process.
If an answer seems to fit into two or more levels, award the higher or highest level.

What is a sustained response?
By a sustained response, we mean that the candidate has applied the appropriate level of
thought to the particular issues in the sub-question.
A response does not necessarily have to be sustained throughout the whole answer, but an answer
in which merely a few words seem to show a fleeting recognition of historical complexity is not
sufficient to attain a higher level.
In some cases, as you read an answer to a sub-question, it will be clear that particular levels have
been reached at certain points in the answer. If so, remember to identify them in the margin as you
proceed. At the end of the sub-question, award the highest level that has been sustained.
In other cases you may reach the end of the sub-question without having been able to pinpoint a
level. In such cases, simply record the level awarded at the end of the sub-question.
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MARK SCHEME – GCSE History A – 90402C – June 2014
C
Deciding on marks within a level
A particular level of response may cover a range of marks. Therefore, in making a decision about
a specific mark to award, it is vitally important to think first of the lower/lowest mark within the
level.
In giving more credit with the level, examiners should ask themselves several questions relating
to candidate attainment. The more positive the answers, the higher should be the mark awarded.
We want to avoid ‘bunching’ of marks. Levels mark schemes can produce regression to the
mean, which should be avoided. At all times, therefore, examiners should be prepared to use the
full range of marks available for a particular level and for a particular question. Remember –
mark positively at all times.
Consider whether the answer is:


precise in its use of supporting factual information

appropriately detailed

factually accurate

appropriately balanced, or markedly better in some areas than in others

set in the historical context as appropriate to the question

displaying appropriate quality of written communication skills
Note about indicative content
The mark scheme provides examples of historical content (indicative content) which
candidates may deploy in support of an answer within a particular level. Do bear in mind that
these are only examples; exhaustive lists of content are not provided so examiners might expect
some candidates to deploy alternative information to support their answers.
This indicative content must not however determine the level into which an answer is placed; the
candidate’s level of critical thinking determines this. Remember that the number of points
made by a candidate may be taken into account only after a decision has been taken about the
quality (level) of the response.

Some things to remember
Mark positively at all times.
Do not be afraid to award maximum marks within a level where it is possible to do so. Do not fail
to give a maximum mark to an appropriate answer because you can think of something (or the
marking scheme indicates something) that might be included but which is missing from the
particular response.
Do not think in terms of a model answer to the question. Every question should be marked on its
merits.
As a general rule, give credit for what is accurate, correct or valid.
Obviously, errors can be given no credit but, at the same time, the existence of an error should
not prejudice you against the rest of what could be a perfectly valid answer.
It is important, therefore, to use the full range of marks where appropriate.
Do not use half marks.
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MARK SCHEME – GCSE History A – 90402C – June 2014
D
Some practical points

Answers in note form
Answers in note form to any question should be credited in so far as the candidate’s meaning is
communicated. You must not try to read things into what has been written.

Diagrams, etc
Credit should be given for information provided by the candidates in diagrams, tables, maps etc,
provided that it has not already been credited in another form.

Answers which run on to another sub-section
If a candidate starts to answer the next sub-section in an earlier one, by simply running the
answer on, give credit for that material in the appropriate sub-section.

Answers which do not fit the marking scheme
Inevitably, some answers will not fit the marking scheme but may legitimately be seen as worthy
of credit. Assess such answers in terms of the difficulty/sophistication of the thought involved. If it
is believed that the ‘thought level’ equates with one of the levels in the marking scheme, award it a
corresponding mark.
Make sure you identify such cases with an A (for alternative) in your sub-total, eg as B2A/3. Also
write a brief comment to explain why this alternative has been awarded.
If in doubt, always telephone your Team Leader for advice.
E
Assessment of Spelling, Punctuation and Grammar
Spelling, punctuation and grammar will be assessed via questions 2(c) or 3(c) in Section B.
Four marks will be allocated for Spelling, Punctuation and Grammar in these questions.
The performance descriptions are provided below.
High performance
4 marks
Candidates spell, punctuate and use the rules of grammar with consistent accuracy and effective
control of meaning in the context of the demands of the question. Where required, they use a wide
range of specialist terms adeptly and with precision.
Intermediate performance
2-3 marks
Candidates spell, punctuate and use the rules of grammar with considerable accuracy and
general control of meaning in the context of the demands of the question. Where required, they
use a good range of specialist terms with facility.
Threshold performance
1 mark
Candidates spell, punctuate and use the rules of grammar with reasonable accuracy in the
context of the demands of the question. Any errors do not hinder meaning in the response. Where
required, they use a limited range of specialist terms appropriately.
The marks allocated for Spelling, Punctuation and Grammar will achieve a total weighting
of 5% of the total marks for the qualification.
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MARK SCHEME – GCSE History A – 90402C – June 2014
Section A
England and Spain
Question 1
(a)
What do Sources A and B suggest about the attitude of England to Spain?
Target:
4
Comprehension and inference from historical sources (AO3)
Candidates either submit no evidence or fail to address the question
0
Level 1:
Answers that select details from the sources
Eg Source B shows Elizabeth saying that Philip will be informed.
1
Level 2:
Answers that draw a simple inference from the sources
Eg Sources A and B shows that England and Spain were friends.
2-3
Level 3:
Answers that develop a complex inference from the sources
Eg Sources A and B shows that England and Spain operate very closely
together. This has been the case in Mary’s reign and Elizabeth is saying it will
continue so foreign policy will be consistent.
4
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MARK SCHEME – GCSE History A – 90402C – June 2014
(b)
What different attitude of England to Spain is suggested by Sources C and D?
Explain your answer using Sources A, B, C and D.
Target:
6
Comprehension and inference from a comparison of historical sources
(AO3)
Candidates either submit no evidence or fail to address the question
0
Level 1:
Answers that select details from Sources C and/or D
Eg Source C shows Drake attacking the Spanish
1-2
Level 2:
Answers based on a comparison of details in Source(s) C/D and
Source(s) A/B
Eg the impression in Source A is close to Spain but in Sources C and D say
England is attacking Spain.
OR
Answers based on simple inference(s) from Source(s) C/D and
Source(s) A/B
Eg the impression in Source B is working with Spain whereas in Source D
England is against Spain.
3-4
Answers based on complex inferences in Sources C/D and Source(s)
A/B
Eg in Sources A and B the Queen reassures Philip and Spain that its
business as usual and they will cooperate as countries. However in Sources
C and D there has been a revolution in policy. The Queen through Drake is
deliberately opposing Spain and making no effort to disguise her animosity to
Spain. Drake obviously feels confident to make his motives and those of his
Queen very clear.
5-6
Level 3:
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MARK SCHEME – GCSE History A – 90402C – June 2014
(c)
Why do you think Sources A and B suggest a different attitude to Sources C and
D?
Explain your answer using Sources A, B, C and D and your knowledge.
Target:
Deduction and understanding of the different ideas and attitudes and
how they might be related to different circumstances (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question
Level 1:
8
Answers that select details from sources
OR
Answers that say how the sources are different
Eg they are different because Source C is from a diary entry and Source A is
a painting.
0
1-2
The answer demonstrates simple understanding of the rules of spelling,
punctuation and grammar. It is generally coherent but basic in development.
Level 2:
Answers that show simple reasoning based on the differences in place,
or author, or time, or audience
Eg they are different because Source A and B are from the start of
Elizabeth’s reign and Sources C and D are from later.
3-4
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a
clear and effective manner.
Level 3:
Answers that show developed reasoning based on the differences in
ONE of the following - place, author, time, or audience
Answers will probably be based on how the authors acquired information or
their intentions in writing.
Eg the sources differ because it is clear at the start of the reign Elizabeth
does not want to alienate Spain as a very powerful country. As she has not
made up her mind about religion Elizabeth needs to reassure Philip. By the
1580s the die is cast and Philip knows that England is Protestant and there is
no need to disguise her intentions. These leads to Elizabeth gaining wealth
so it is desirable.
5-6
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and
style of writing. Some specialist vocabulary is used.
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MARK SCHEME – GCSE History A – 90402C – June 2014
Level 4:
Answers that show developed reasoning based on the differences in
TWO or more of the following - place, or author, or time, or audience
Eg the privateering that Elizabeth sponsors suits both Elizabeth’s need for
money and Drake’s desire for revenge. Philip has become Elizabeth’s sworn
enemy in supporting the Counter-Reformation Jesuits and Seminaries
attempts to restore the Catholic faith to England. He will try physically to do
so in 1588. This shows that in the 30 years from 1558 to 1588, Anglo-Spanish
friendship stretching back to Henry VIII’s time has been abandoned.
7-8
The answer demonstrates highly developed/complex understanding of the
rules of spelling, punctuation and grammar. It is well structured, with an
appropriate form and style of writing. Specialist vocabulary is used effectively.
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MARK SCHEME – GCSE History A – 90402C – June 2014
(d)
How useful is Source E for understanding why Queen Elizabeth’s policy towards
English Catholics became more severe?
Explain your answer using Source E and your knowledge.
Target:
An evaluation of utility (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question
Level 1:
8
Answers that assert a source or sources is/are useful or not because
it/they tell(s) us something about Queen Elizabeth’s policy towards
English Catholics
Answers may select details from the sources to support the answer
Eg Source E is useful because it shows us why Catholic priests were ordered
to leave the country within 40 days in 1585.
0
1-2
The answer demonstrates simple understanding of the rules of spelling,
punctuation and grammar. It is generally coherent but basic in development.
Level 2:
Answers that explain that one source is useful or not because of its
provenance in relation to why Queen Elizabeth’s policy towards English
Catholics became more severe
Eg Source E is useful because it was written by someone who wanted
everyone to know what could happen if you trusted the Roman Catholics. It
was a warning and a record of a terrible thing. Elizabeth would not want it to
happen in England.
OR
Answers that explain that Source E is useful or not through an
understanding of the content of the picture in relation to why Queen
Elizabeth’s policy towards English Catholics became more severe
Eg Source E is useful because it shows how the French Catholics rose up
and slaughtered the French Huguenots. This would be a warning that the
same thing could happen in England after 1570 when Elizabeth was
excommunicated. Every Catholic had the responsibility to rebel against her
rule.
3-4
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a
clear and effective manner.
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MARK SCHEME – GCSE History A – 90402C – June 2014
Level 3:
Answers that explain the usefulness of the source by commenting on
both its provenance and of its content in relation to why Queen
Elizabeth’s policy towards English Catholics became more severe
Answers that comment in the main on one aspect either content or
provenance in depth and mention the other aspect should be marked at this
level.
Eg Source E shows that in Elizabethan times religion could lead to violence.
In 1570 all English Catholics became a greater threat to peace and
Elizabeth’s rule because the Pope had excommunicated the Queen. Two
years later the massacre happened and showed why Elizabeth had to act.
This image was commissioned by an eyewitness and shows just how
widespread the killing was. It is likely to be believed because of who painted it
and would justify Elizabeth’s’ more severe approach to Protestants.
5-6
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and
style of writing. Some specialist vocabulary is used.
Level 4:
Answers that explain the usefulness of the source by commenting in
detail on both its provenance and of its content in relation to why Queen
Elizabeth’s policy towards English Catholics became more severe
Eg there was deadly irony in the fact that Mary, Queen of Scots arrived in
England in 1568, was almost immediately associated with the Northern
Rebellion in 1569 and had been Elizabeth’s ‘captive’ for 4 years when this
massacre happened. Supervised, as the painting shows, by her mother-inlaw, Elizabeth can have needed no more chilling reminder of the danger that
Mary posed than this.
7-8
The answer demonstrates highly developed/ complex understanding of the
rules of spelling, punctuation and grammar. It is well structured, with an
appropriate form and style of writing. Specialist vocabulary is used effectively.
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MARK SCHEME – GCSE History A – 90402C – June 2014
(e)
Why was the Spanish Armada defeated?
Target:
An understanding and evaluation of causation (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1:
10
Answers that provide general statements, describe single factors or
factual details of the Spanish Armada
Eg the Spanish ships had to sail round the top of the British Isles to get home.
Many were shipwrecked.
0
1-2
The answer demonstrates simple understanding of the rules of spelling,
punctuation and grammar. It is generally coherent but basic in development.
Level 2:
Answers that comment briefly on several factors, to do with reasons for
the defeat of the Spanish Armada
Eg the Spanish commander had little experience of sailing. After sailing it was
difficult for the Armada to get fresh supplies. Some of the huge Spanish
galleons were difficult to handle in heavy seas. The English ships did use
different tactics they tried to sink the enemy from a distance. Drake had upset
Spanish preparations when he singed the King of Spain’s beard.
Answers that identify and explain one factor, in depth to do with
reasons for the defeat of the Spanish Armada
Eg the English had light and fast battle ships. The English sailors were
experienced in fighting and sailing. The Spanish had more battleships but
they included 22 huge galleons which were unsuitable for close manoeuvring.
The Spanish stuck together and the English followed them up the Channel.
The fire ships were a brilliant weapon.
3-5
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a
clear and effective manner.
Level 3:
Answers that recognise and explain several factors to do with reasons
for the defeat of the Spanish Armada in specific detail
Eg the Spanish commander had little experience of sailing. After sailing it was
difficult for the Armada to get fresh supplies. Some of the huge Spanish
galleons were difficult to handle in heavy seas. The English ships did use
different tactics they tried to sink the enemy from a distance. The Spanish
tried to grapple and board ships. The English had 54 battle ships. They were
light and fast. The 14,000 English sailors were experienced in fighting and
sailing. The Spanish had 64 battleships but they included 22 huge galleons
which were unsuitable for close manoeuvring. The Spanish stuck together
and the English harried the Spanish crescent up the English Channel. The
fire ships were a brilliant weapon that destroyed the Spanish formation. The
English could re-supply their ship with cannonballs. The Spanish cannon
could fire shorter distances.
6-8
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and
style of writing. Some specialist vocabulary is used.
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MARK SCHEME – GCSE History A – 90402C – June 2014
Level 4:
Answers that develop out of level 3 and evaluate the relative importance
of individual factors or come to a summary assessment about the
factors involved or provide details of the links between factors
Eg the weakness of Spanish leadership contrasts with the experience and
talent of the English captains and this is shown in their use of the fire ship to
destroy the fleet. However had Parma been more ready to set out they might
have invaded. The English commanders simply used their equipment better
than the Spanish used their less suited technology.
9-10
The answer demonstrates highly developed/ complex understanding of the
rules of spelling, punctuation and grammar. It is well structured, with an
appropriate form and style of writing. Specialist vocabulary is used effectively.
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MARK SCHEME – GCSE History A – 90402C – June 2014
Section B
Puritanism
Question 2
(a)
Why was Archbishop Parker important?
Target:
Understanding of the key features of the period (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1:
Level 2:
4
0
Explanation shows recognition and simple understanding of the key
feature mentioned in the question
Answers will show simple recognition of Archbishop Parker
Eg Matthew Parker was a friend of William Cecil and a moderate. He became
Archbishop of Canterbury in 1559.
1-2
Explanation shows understanding in a broader context of the period
Answers will show knowledge of some distinctive features of
Archbishop Parker
Eg Parker died in 1575 but he tried to restrict the activities of the Puritans. His
lasting achievement was to publish the 39 Articles which defined the beliefs of
the Church of England in 1563 and lasted for over 350 years. He produced
the ‘Advertisements’ in 1566 informing the clergy how to conduct services.
3-4
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MARK SCHEME – GCSE History A – 90402C – June 2014
(b)
Using Source F and your knowledge, explain what the Puritans wanted.
Target:
Understanding of the key features of the period (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question
Level 1:
8
Discusses the source only
OR
Describes the Puritans simply
Eg the Puritans dressed in plain and simple clothes. They did not like the
Catholics. They even thought Elizabeth's church was too Catholic.
0
1-2
The answer demonstrates simple understanding of the rules of spelling,
punctuation and grammar. It is generally coherent but basic in development.
Level 2:
Considers a singular objective (probably based upon the picture
offered) and/or mentions other aspects related to the aims of the
Puritans
Eg the Puritans were hotter sorts of Protestants. They were called Puritans
because they wanted a purer and simpler form of Christianity. They wanted it
to be more like the early church. They strongly believed in the New
Testament. They did not like many of the 'Catholic' aspects of Elizabeth's
church. They would not compromise. Anything that was Popish such as
vestments, crucifixes and statues had to go as the ‘purge’ the Church in
Source F.
3-5
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a
clear and effective manner.
Level 3:
Explains more than one objective related to the aims of the Puritans
At this level responses will explain more than one or two aspects apart
from those suggested in the picture
Eg The Puritans were unhappy with Elizabeth firstly because of the nature of
her church and secondly because of the measure she took to prevent them
changing the Church of England. There were different forms of Puritans and
their demands and views were different. For example John Jewel, Bishop of
Salisbury wanted moderate reform; men like Richard Cox and Henry Barrow
wanted a wholesale change to the Swiss or German Reformed church. In
general terms the Puritans argued for the removal of Catholic images,
symbols and objects from churches as in Source F. They sought a more
primitive and early Christian model for the church. The puritans in
Convocation nearly achieved change in 1563. Thereafter they had shown
their hands and Elizabeth cracked down. She closed parliament in 1571
before Strickland could introduce his new prayer book. She outraged Puritans
by banning prophesyings. Puritans were upset at the language of the
Marprelate tracts and moderate Puritans stoped serious agitation.
6-8
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and
style of writing. Some specialist vocabulary is used.
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MARK SCHEME – GCSE History A – 90402C – June 2014
(c)
How important was the work of Archbishop Whitgift, amongst other factors, in dealing
with the Puritan challenge to Queen Elizabeth’s government?
SPaG
Target:
4
An understanding and evaluation of causation (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1:
12
Answers that provide general statements, describe single factors or
factual details of the Puritan challenge to Queen Elizabeth’s government
or Queen Elizabeth’s policy towards Puritans
Eg The Puritans wanted to purify the church and Elizabeth did not like being
told what to do by them. They wanted a simpler Church of England. Queen
Elizabeth resisted this.
0
1-2
The answer demonstrates simple understanding of the rules of spelling,
punctuation and grammar. It is generally coherent but basic in development.
Level 2:
Answers that comment briefly on several factors to do with how Queen
Elizabeth’s government dealt with the Puritan challenge
Eg the Queen made sure in a very public punishment that anyone who wrote
and distributed Puritan literature offended her. In 1593 three Puritan leaders
were executed. She used the Church and the Archbishop to bring in her
wishes. Prominent puritans at court had died by the 1590s.
OR
Answers that identify and explain one factor, in depth, to do with how
Queen Elizabeth’s government dealt with the Puritan challenge which
may be the work of Archbishop Whitgift
Eg John Whitgift took a hard line with the Puritans. He produced the 3 Articles
in 1583. If they did not agree with the 3 Articles clergy were dismissed.
Whitgift shared the Queen’s view of how they church should be organised
and run.
3-6
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a
clear and effective manner.
Level 3:
Answers that recognise and explain how Queen Elizabeth’s government
dealt with the Puritan challenge in specific detail
Eg the Queen would punish those who offended, so Thomas Cartwright was
sacked. The Queen punished those who spread Puritans literature like
Stubbs. In 1583 she had Stubbs right hand cut off for publishing a pamphlet
criticising her marriage talks with a French catholic prince. She imprisoned
Cope in 1586. The Queen used her Archbishop to lay down the law. She tried
to ban 'prophesyings' but Grindal refused. He was suspended. He died in
1583 and his successor Whitgift came down hard on the Puritans. He
produced the 3 Articles in 1583.
7-10
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and
style of writing. Some specialist vocabulary is used.
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MARK SCHEME – GCSE History A – 90402C – June 2014
Level 4:
Answers that develop out of level 3 and evaluate the relative importance
of periods or come to a summary assessment about the factors
involved or provide details of the links between factors
Eg the Queen dealt with the threat but did not remove it. She was lucky
Puritan campaigns stopped in the 1580s. Puritans lost some support
themselves when they published the Marprelate tracts. Puritans recognised
Catholicism as a bigger threat, many prominent Puritans died such as the
Earl of Leicester in 1588.
11-12
The answer demonstrates highly developed/complex understanding of the
rules of spelling, punctuation and grammar. It is well structured, with an
appropriate form and style of writing. Specialist vocabulary is used effectively.
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MARK SCHEME – GCSE History A – 90402C – June 2014
Section B
The Elizabethan Theatre
Question 3
(a)
What was important about the design of Elizabethan theatres?
Target:
Understanding of the key features of the period (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1:
Level 2:
4
0
Explanation shows recognition and simple understanding of the key
feature mentioned in the question
Answers will show simple recognition of the design of Elizabethan theatres.
Eg there were 3 galleries in a typical Elizabethan theatre and they were round
and open to the sky.
1-2
Explanation shows understanding in a broader context of the period
Answers will show knowledge of some distinctive aspects of the design of
Elizabethan theatres.
Eg theatres were mathematically designed and symmetrical. They could be
turned into a bear-baiting pit if the theatre did not make enough money. The
theatre wrapped around the audience and stuck its stage on a raised platform
out into the middle of the theatre; galleries for the wealthy looked down on it
and groundlings in the yard or pit looked up to it.
3-4
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MARK SCHEME – GCSE History A – 90402C – June 2014
(b)
Using Source G and your knowledge, explain why there was opposition to the
Elizabethan theatre.
Target:
Understanding of the key features of the period (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question
Level 1:
8
Discusses the source only
OR
Describes the opposition to the theatre
Eg the Puritans preached sermons against the theatre. The Lord Mayor of
London wrote to the Privy Council about it.
0
1-2
The answer demonstrates simple understanding of the rules of spelling,
punctuation and grammar. It is generally coherent but basic in development.
Level 2:
Considers a singular reason (probably based upon the picture offered)
and/or mentions other reasons related to opposition to the Elizabethan
theatre
Eg the theatre was disapproved of by the Puritans who thought it a distraction
from important things like saving your soul by going to church.
3-5
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a
clear and effective manner.
Level 3:
Explains more than one reason related to the opposition to the
Elizabethan theatre
At this level responses will explain more than one or two aspects apart from
those suggested in the picture.
Eg the Puritans thought that the theatre took people away from the church.
They resented the fact that people would rather see a play than listen to a
good sermon. They also thought the theatre was like the theatres of ancient
Rome. Christians in Roman times had been killed in those theatres. Theatres
were the work of the devil. Some people were worried about the spread of
disease like the plague through performances.
6-8
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and
style of writing. Some specialist vocabulary is used.
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MARK SCHEME – GCSE History A – 90402C – June 2014
(c)
How important was the support of Queen Elizabeth, amongst other factors, for the
popularity of the Elizabethan theatre? Explain your answer.
12
SPaG
Target:
An understanding and evaluation of causation (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1:
4
Answers that provide general statements, describe single factors or
factual details of the popularity of the Elizabethan theatre
Eg William Shakespeare wrote great plays. He wrote tragedies like Hamlet
and Macbeth and he wrote comedies.
0
1-2
The answer demonstrates simple understanding of the rules of spelling,
punctuation and grammar. It is generally coherent but basic in development.
Level 2:
Answers that comment briefly on several factors, to do with the
popularity of the Elizabethan theatre
Answers at this level are likely to assume the importance of factor(s)
Eg the plays were amusing and informative and very enjoyable. Everyone
had a good time watching them. The Queen liked them. They were cheap.
Refreshments were on sale. You could network.
OR
Answers that identify and explain one factor, in depth, to do with the
popularity of the Elizabethan theatre which may be Queen Elizabeth’s
support
Answers at this level are likely to assume the importance of the factor
Eg Elizabeth favoured companies of actors which were invited to court. She
had them perform plays at court. Plays were presented to her. She even
allowed one group of actors to call themselves, ‘The Queen’s Men’.
3-6
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a
clear and effective manner.
Level 3:
Answers that recognise and explain several factors to do with the
popularity of the Elizabethan theatre in specific detail
Answers at this level may begin to evaluate the importance of factor(s).
Eg Apart from being an entertainment and a pleasure to see. Many people
thought that they were informative and summed up the spirit of the age. They
were about issues that were important at the time. It was also known that
Elizabeth liked plays and people felt that if they were good enough for her
then they would watch them. The social aspect of the theatre appealed. It
was an occasion to meet friends to see and be seen.
7-10
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and
style of writing. Some specialist vocabulary is used.
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MARK SCHEME – GCSE History A – 90402C – June 2014
Level 4:
Answers that develop out of level 3 and evaluate the relative importance
of individual factors or come to a summary assessment about the
factors involved or provide details of the links between factors.
Eg beyond the social and fashionable event that was the theatre on stage
plays were performed that captured the ‘spirit of the age’ with fascinating
characters and gripping storylines and great poetry.
11-12
The answer demonstrates highly developed/complex understanding of the
rules of spelling, punctuation and grammar. It is well structured, with an
appropriate form and style of writing. Specialist vocabulary is used effectively.
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